Reviewing affective, behavioural and cognitive learning gains in higher education
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The notion of learning gains has increasingly become apparent within the higher education literature and is gaining traction in government policies in the US and UK, reflecting a desire to “quantify” the impact of university study and teaching excellence in particular. Given the increased policy focus on learning gains, it is essential that researchers and policy makers are informed about common used approaches to measure learning gains, and their expected range and magnitude. Therefore, a systematic literature search was undertaken. 52 studies (n = 41,009) were coded into affective, behavioural and/or cognitive learning gains. The review found a rich but diverse variety of adopted methodologies and approaches to “measure” affective, behavioural and cognitive (ABC) learning gains. Nonetheless, there is a lack of consistency in the ways in which learning gains are currently measured and reported. These inconsistencies and limitations hamper effective comparisons of learning gains and teaching excellence. We recommend a greater emphasis on longitudinal measurement of learning gains using validated approaches.
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There is a lack of in-depth analysis of the similarities and differences in learning gains across different contexts, which raises new questions regarding how to meaningfully and practically assess cognitive, affective, and behavioral learning gains.
“However, there is a lack of in-depth analysis of the similarities and differences in learning gains across different contexts, which raises new questions regarding how to meaningfully and practically assess cognitive, affective, and behavioral learning gains (22–24).”
From Digital affordances of AI chatbots in nursing education: a systematic review of learning gains and gaps in the evidence (2026) · cites this paper as [24]
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“A possible reason is that current studies using pre-post test and qualitative focus group inter-views to measure cognitive learning gains (16, 24), which primarily assess students’ performances in areas such as prior knowledge (28), learning achievement (18), academic performance (25), critical…”
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- Authors
- Rogaten, J., Rienties, B., Sharpe, R., Cross, S., Whitelock, D., Lygo-Baker, S., & Littlejohn, A.
- Affiliations
- The Open University (GB)
- University of Surrey (GB)
- University of Surrey, United Kingdom
- Corresponding author
- Rienties, Bart
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2018-10-30
- Volume
- 44
- Issue
- 3
- Pages
- 321-337
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2885013639
- Cited by
- 67
- References
- 75
- Citations by year
- 2026: 10 · 2025: 9 · 2024: 8 · 2023: 9 · 2022: 14 · 2021: 6 · 2020: 1 · 2019: 9 · 2018: 1
- FWCI
- 13.78
- Type
- journal article
- Language
- en
- Open access
- green
- eprints.gla.ac.uk
- Licence
- cc-by-sa
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Open Research Online - ORO (The Open University) (acceptedVersion)
- University of the Arts London Research Online (University of the Arts London) (acceptedVersion)
- ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) (submittedVersion, cc-by-sa)
- Surrey Research Insight Open Access (The University of Surrey) (submittedVersion)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- learning gains, measurement of learning outcomes, teaching excellence, higher education policy, longitudinal assessment
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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